About this Project

Initiated by participants of the 2025 Complexity Global School (CGS), the Sympoietic Art Organism explores the dynamics of cultural production and creative collaboration by treating an active art community as a closed dynamical system, documented across a Digital Gallery of original works and an interactive Network Visualizer of citation lineages.

The project draws on Donna Haraway's concept of sympoiesis ("making-with"), describing systems in which individuals (critters in Haraway's writing) make artifacts with other partners, using existing resources in their environment. Over three months, ten artists built a shared creative commons of 411 original artworks, documenting 735 citation relationships. The rules of the experiment enforced synchronous, feed-forward updates—requiring each submission to cite and build upon parent pieces from previous cycles—creating a growing Directed Acyclic Graph that represents the complete lineage of creative influence.

This experimental design allowed us to bridge quantitative network science with qualitative cultural analysis. On the topological side, we observed the endogenous emergence of "rich-get-richer" preferential attachment around specific artistic hubs, giant component consolidation, and the cooperative bypassing of structural bottlenecks. On the qualitative side, we tracked the semantic phylogeny of motif mutation, deconstruction, and reinterpretation across generations.

This project serves as a proof of concept for studying the mechanisms of cultural inheritance in a controlled, transparent environment. To dive into the details, you can view our NetSci 2026 poster, read the full report, and explore our computational notebooks in the research section.

Research

Acknowledgements & Support

This project was made possible with the funding and support of the 2025 Complexity Global School (CGS), a program organized jointly by the Santa Fe Institute (SFI) and the TREES group at Universidad de los Andes in Bogotá, Colombia. We are grateful to these host institutions for supporting the school and the student collaborations initiated within it. The views, findings, and artistic outputs presented here are those of the authors and do not necessarily represent the official positions or reflect the endorsement of the Santa Fe Institute or Universidad de los Andes.